BETHANY CASE STUDY - RW-ISG-16-01-24

Case Study - Bethany

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Verbal and Written Commentary

Self-assessment: How do you think it went? Evidence based observation

How?

• 3 months' classroom teaching experience
• PhD subject knowledge
• Previous feedback suggests struggles to breakdown and deliver complex concepts and hold learners' attention

Feedback

Strengths Areas for Development

What?

Developmental feedback to motivate and stretch and challengeActionable SMART targets in line with key priorities

When?

Immediate post-observation Within agreed policy

Observation Feedback

Strengths

• Subject Knowledge
• Other

Areas for Development

Support Needs

• Peer Observations
• Ongoing mentor
• Re-observation
• TEL

Self-development

• Reflective Practice

• Classroom Management
• Student engagement
• Assessment
• Resources

1. Set clear ground rules with the students
2. Review identified student needs and document in the class profile
3. Embed the use of group discussion within at least one class topic
4. Deliver theory content in bitesize chunks (approx. 15 mins per concept)
5. Ensure each learning objective and key 'take aways' are assessed before introducing new content.
6. Identify additional resources to scaffold learning, including glossary of terms

1. Observe a peer STEM lecturer and identify best practice in delivering theoretical concepts
2. Observe a peer lecturer and identify best practice in classroom management techniques, including their use of questioning
3. Explore use of flipped learning and TEL, including use of interactive quizzes and microlearning

• Develop 'in action' reflections and confidence to go 'off script' where necessary
• Evaluate sessions on an ongoing basis:
• What?
• So What?
• Now What?